Wadah 2014_Portal

WADAH EDISI 2014
--------------------------------------------------------------------------------------------------------------------------------------------------------------------------
Kemmis, S McTaggart, and Mc Taggart. "R.
(1988). The action research planner."
Geelong, Australia.
Moore, M. G. (1989). Three types of
interaction. The American Journal of
Distance Education, 3(2), 1 – 6.
Moore, M. G., and Kearsley, G. (1996).
Distance Education: A systems view.
Belmont, CA.: Wadsworth.
Muilenburg, Lin Y, and Zane L Berge. (2005).
"Student barriers to online learning: A
factor analytic study." Distance
education 26.1: 29-48.
Offir, Baruch, Yossi Lev, and Rachel Bezalel.
(2008). "Surface and deep learning
processes in distance education:
Synchronous versus asynchronous
systems." Computers & Education 51.3:
1172-1183.
Siemens, G, and S Downes. (2011).
" C o n n e c t i v i s m a n d c o n n e c t i v e
knowledge 2011." MOOC web site.
Retrieved August 13: 2011.
Simuth, Jozef, and Ivan Sarmany-Schuller.
(2010). "Online Learning Barriers."
Technological Developments in
Education and Automation: 109-111.
Tello, S. F. (2007). An analysis of student
persistence in online education.
International Journal of Information and
Communication Technology Education,
3(3), 47-62.
Wang, Z. J.(2013). A new perspective of
instructional interaction research in
distance education: Structuralism.
Modern Distance Education Research,
5, 28-33
Wang, Zhijun, Li Chen, and Terry Anderson.
(2014). "A framework for interaction
a n d c o g n i t i v e e n g a g e m e n t i n
connectivist learning contexts." The
International Review of Research in
Open and Distance Learning 15.2.
Yancey, K. B. (2003), ‘The pleasures of digital
discussions: lessons, challenges,
recommendations, and reflections’, in P.
Takayoshi and B. Huot (eds), Teaching
W r i t i n g w i t h C o m p u t e r s : A n
Introduction. Boston: Houghton Mifflin,
pp. 105–77
69